Credit & Identity Theft Research Paper Example | Topics and Well Written Essays - 250 words

Credit & Identity Theft - Research Paper Example You should know all of your payment due dates. Make a list of all your regular due dates and if a bill doesn’t show up, look into it right away. You should always review your medical insurance claims and statements. Medical costs are so high that it would only take one or two fraudulent claims to leave you owing thousands of dollars for treatments someone else received. Another way to protect yourself is to invest in a paper shredder. There is just so much information on so many different bills and statements that can easily fall into the wrong hands. Before you throw away anything with any personal information on it, shred it! Another good idea to take advantage of the three free credit reports that you can access every year. You can space them apart so that you can review a credit report every 4 months. Not only is it important to keep someone from accessing your identity or your credit but it’s just as important that you become aware of it right away. The longer it goes undetected, the longer it will take you to repair your name, your identity and your credit. It’s important to keep in mind that this is a global problem. Last year I got a phone call from my credit card company asking if I had made two charges totally about $1000 in France. They told me that the two charges were actually â€Å"swipes† at two stores in Paris, France which means that someone had actually made up a fake credit card with my credit card number on it and passed it through a credit card machine. Even though they didn’t allow the two charges I felt violated that somehow somebody had gotten my credit card information. Mine was a small case. Some people have been financially ruined with their bank accounts emptied; credit cards â€Å"maxed† out, home and car loans initiated without the victim’s knowledge until it was too late. As I stated earlier, if your identity is stolen it is important that you find out as quickly as

Reflective Practice And The Effect Education Essay

Reflective Practice And The Effect Education Essay This essay aims to examine the extent that secondary school teachers understand and involve themselves in reflective practice and the effect of this for their professional development. I will discuss the term Professional Development in order to demonstrate that a change in practice is an important part of development. In the Literature Review I propose to explore a) teachers understanding of professional development, b) how they partake of reflective practice, c) the changes that can be brought about in their reflective practice and d) the issues that are associated with these changes. I believe that the knowledge that secondary teachers acquire is not sufficient in itself and that they should continually strive for professional development so that they can also encourage effective learning by their pupils. I then propose to look at the methods and questions that teachers should ask themselves so that they can identify any discrepancies between espoused theories and theories in use. This ensures that change and development can be addressed, as this identification plays an important element for professional development in which teachers can monitor any changes in practice. Espoused theories have restrictions in not being able to assess the thinking processes that teachers use to revise and change practice. This is due to the processes which are reinforced in the unconscious (theories in use). A teacher may not be aware of these processes (theories in use), and what we espouse when investigating practice, may not be similar with any actions. Espoused theories provide a structure to engage in professional exchange in order to identify discrepancies between espoused beliefs and theories in use. This applies to a large extent on the expertise in which the teacher can reflect on his or her own abilities and also helps another to reflect, question, understand and analyse classroom behaviour which concerns teaching. Beauchamp and Thomas (2009:178) have found the following statement a useful starting point in the overall perception of teacher development: Developing an identity as a teacher is an important part of securing teachers commitment to their work and adherence to professional normsà ¢Ã¢â€š ¬Ã‚ ¦ the identities teachers develop shape their dispositions, where they place their effort, whether and how they seek out professional development opportunities, and what obligations they see as intrinsic to their role. (Hammerness, Darling-Hammond, Bransford, 2005, pp. 383-384) Professional Development has been defined by Evans (2002:132) as the process whereby teachers professionality and/or professionalism may be considered to be enhanced. She defines professionality as an ideological based stance on the part of an individual in relation to the practice to which she/he belongs, and which influences her/his professional practice(2002:131). Professional Development is about becoming more expert. Stenberg(2010:331) refers to the process as extending self- knowledge. It is about questioning and changing habits that were developed in order to cope in certain situations. Mason (2002:1)notes it is a form of personal enquiry in order to broaden and deepen professional sensitivities to notice and to act. We need to understand, therefore, what constitutes the developmental process what must happen in order for teachers to develop. Evans (2002) further identifies within the term professionality, two elements which can be identified, namely Attitudinal Development and Functional Development. Attitudinal Development is the process where teachers attitudes to their work are modified ( p.132). This features an ability for the professional teacher to be reflective/analytical , and also to show elements of motivation e.g. towards a variety of aspects of their work. Clearly, reflection is at the heart of what it means to be a professional(Goodson, 2007:129) and at its best, I believe, that any outcome of reflection is always at the heart of valid self-reflection. Pollard (2005:15) states that reflective teaching implies an active concern with aims and consequences as well as means and technical competence. It is therefore clear that there are particular skills and dispositions associated with being a reflective practitioner. Reflection is widely regarded as a meaningful way for teachers to achieve a deeper sense of self (Beauchamp Thomas, 2009) Functional Development is where teachers professional performance may be improved (p132). This combines changes in the methods that teachers apply to their teaching and also the changes that teachers make in the process of improving their professional performance and as a result a change in their practice. I would argue that these two developmental features are interconnected with teachers not being able to develop one component in relation to one and not the other. Evans'(2002)definition, nonetheless, refers to both of the processes outlined above for promoting professional development( intellectual features) and to the outcomes which come out of this development (changes in processes and productivity). Days (1999)definition of professional development has considerable breadth and depth and: is the process by which, alone and others, teachers review, renew and extend their commitment as change agents to the moral purposes of teaching; and by which they acquire and develop critically the knowledge, skills and emotional intelligence essential to good professional thinking planning and practice with children young people and colleagues through each phase of their teaching lives.(p.4). All learning experiences, according to Day (1999), contribute to educational quality in the classroom and are part of the professional development of teachers. They are critically reflective professionals in their on-going development throughout their teaching careers. According to Bolam (2002), former Professor of Education at Cardiff Universitys School of Social Sciences, professional development is an on-going process in education, training and support activities which is aimed mainly at promoting learning and development of teachers professional knowledge, skills and values and also to help decide and implement valued changes in their teaching and learning behaviour so that they can educate their students more effectively (p.4). For Bolam, professional development is a process that is on-going whose aim is to encourage professional knowledge, values and skills. Professional development will, therefore, result in valued changes in teaching and pupils being educated more effectively. Clearly, reflection is at the heart of what it means to be a professional, (Goodson, 2007:129) and at its best, I believe, that any outcome of reflection is always at the heart of valid self-reflection. Pollard (2005:15) states that reflective teaching implies an active concern with aims and consequences as well as means and technical competence. It is therefore clear that there are particular skills and dispositions associated with being a reflective practitioner. Reflection is widely regarded as a meaningful way for teachers to achieve a deeper sense of self (Beauchamp Thomas, 2009) Reflective practice is fundamental to teacher professional development as it is a core activity within the profession. Teachers who engage in reflective practice need not only to have competencies but also attitudes. When Dewey defined reflective action as behaviour which involves active, persistent and careful consideration of any belief or practice in light of the grounds that support it and the further consequences to which it leads (1910:9), he believed that the attitudes of a) open-mindedness, b) responsibility and c) wholeheartedness were necessary for suitable reflective action (1910:29,34). These then were adapted by Pollard (2003:17), and accepted as a major component of professional commitment. Wholeheartedness. Aspiring to develop professional development thereby enabling engaging in reflection and aspiration towards reflection in order to progress in our professional capacity. Open-mindedness. This attitude makes us consider different ways of reflective teaching by investigating other practices rather than relying on their own. I would suggest that, however open-minded we are, we should examine critically whether another practice would suit our own educational goal in our teaching. Responsibility. Professionals who accept responsibility of their action also accept accountability for their enhanced performance which produces better outcomes. Together, these three attitudes need to be demonstrated by teachers whose objectives are to be reflective teachers. In the work of Zeichner and Liston(1996:6)this responsibility for professional commitment is clearly linked to reflective practice: When embracing the concepts of reflective teaching, there is often a commitment by teachersà ¢Ã¢â€š ¬Ã‚ ¦.to take responsibility for their own professional development. This assumption of responsibility is a central feature of the idea of the reflective teacher. Day (1999) constitutes change as part of planning and professional thinking which contribute to changes in practice because teachers planning and thinking will certainly lead to reflection in what they will do in their classrooms. For Calderhead(2012:11) , planning is not a rational or linear process but a much more creative, interactive, problem finding and problem solving process where a teacher might start with an idea and through various multi-faceted strategies of reflexivity, eventually come to form a classroom activity or activities. Consequently, the major outcome of professional developmental planning is change in practice and, I believe, is a direct function of the adeptness of teachers. Any change is founded upon personal ethical values. We are what we do rather than what we say we are (Bolton 2005.) It is difficult to gain clarification regarding ethical issues expressed in practice, its much easier to say what we believe. Argyris and Schà ¶n(1974:6-7) developed theories of action which demonstrate how changes in behaviour could be achieved. They note that there are two types of theories of action, namely espoused theories and theories in use. Espoused theories represent what we say we believe, we mean to do or actually do. In contrast, theories in use describe what we actually do and the beliefs and theories which have determined what we do. Another contribution by Argyris and Schà ¶n(1974:19) is the difference between single loop learning and double loop learning. Single-loop learning involves enabling people to develop knowledge and skills appropriate to and defined by present circumstances while, in contrast double- loop learning involves redefining the nature of problems faced by an individual and learning how to cope with the new understanding. In single loop learning, the teacher will strive to learn more skills to further increase class control but will not address the fundamental problem that his theory in use is not working. He may consider that maintaining such strict control is disadvantageous to his own effectiveness as a teacher. If he does so, he may now strive to acquire skills that allow for the development for more inclusive teaching styles, greater pupil involvement and a deepening of the learning experience. Such a response can be seen as double loop learning learning that the original theory in use was ineffective and then acquiring skills to modify the theory in use to bring it more in line with the espoused theory with a focus that is deeper and broader than they had previously attempted. Tomlinson(1995:72), nonetheless, recommends us to be alert to the possibility of deskilling ourselves when we try to perform consciously and deliberately actions and skill that are intuitive through experience. For Er aut(2004: 51)its reflecting critically upon that evidence, without necessarily having to explain tacit knowledge that is functioning well. However, if that knowledge is ineffective, the situation has to be reviewed and tacit knowledge subjected to scrutiny. Differentiating between the two theories is central to the work of Argyris and Schà ¶n. One of the main factors which moves the individual from single-loop to double-loop is feedback. The teacher who continues to increase classroom control is unlikely to seek feedback but the teacher who changes his theory-in-use is far more likely to seek feedback from colleagues and pupils when he runs into problems. Tomlinson (1995:26) notes that Schà ¶n and Dreyfus and Dreyfus assume that the acquisition of systematic capabilities like teaching must be seen as requiring assistance from others. One outcome of theory in use is that practitioners are not aware of what their experience has taught them about their practice. They may perform their practice with great expertise but not be able to explicitly describe their actions. The reason being is that actions are supported by theories which are in-built in the unconscious and that cannot be expressed. Teachers may not be aware of all that has taken place while in action or the knowledge about how to perform their practice. According to Osterman and Kottkamp(1993:7) a professional colleague can identify behavioural regularities and also the assumptions that lie beneath them. These behavioural regularities refer to our patterns of behaviour which become second nature to us despite perhaps being ineffective. This, I would argue, are the inconsitencies between espoused theories and theories-in-use that we, as reflective educators, are unaware of. Schà ¶n(1987) uses the term knowing in action in order to show that people know what to do while in action and stresses that knowing in action is implicit. The knowing is in the action (1987:25). However, what this model neglects, according to Thompson and Pascal (2012), is what they refer to as reflection-for-action. This is an aspect of reflective practice that Schà ¶n did not discuss. It refers to the process of planning, thinking ahead about what is to come, so that one can draw on experience (and the professional knowledge base implicit within it) in order to make the best use of the time resources available. While discussing reflective practice in Higher Education, Brockbank and McGill (1998:72) have also noted that even if they are clear as regards the process they follow in order to enable students to learn, there may be an entire range of unintended actions on their part as well as their students. Its only when this application of their practice is brought to their attention, that they are aware of it. One outcome of the unconscious existence of theories in use is inconsistencies between theories in use and espoused theories or between actions and outcomes. Many educators have theories in their head (espoused theories) and yet they behave in ways which are quite dissimilar (theories in use). Is this because they are unaware of the theories- in- use in our unconscious? Teachers may have an idea in their conscious about their actions which may differ from their theories-in-use and even though the outcomes of their actions are inadequate, they may keep applying the same approach with the hope that this approach will, at some time in the future, produce desirable outcomes. These theories-in-use are so deep-rooted within peoples unconscious, that they take them for granted and therefore cannot measure them and cannot see the relationship between their actions and the unacceptable outcomes. Awareness of theories-in-use can be realized when people describe their own actions. Osterman and Kottkamp (1993) define reflective practice as a means by which practitioners can develop à ¢Ã¢â€š ¬Ã‚ ¦a greater level of self-awareness about the nature and impact of their performance, an awareness that creates opportunities for professional growth and development (1993:19). Personal reflection may not lead to any significant change and as a result theories-in-use run the risk of remaining implicit. Dadds(1993:287) perceives that we are more likely to remain open to further learning and professional development if we have the support of acquaintances that can help us through the potentially dangerous processes of self-evaluation. However, Eraut(2004:49) notes that the purpose of a reflection episode is not always clear, and may differ among the participants. Sometimes an individual can reflect rather vaguely or if other members of the group have very different agendas. Any positive outcome will depend on having sufficient time, the quality of the relationships within the group and the expertise of any facilitators. Educators can also espouse a broad range of beliefs. Teachers beliefs or conceptions about teaching and learning influence strongly how they teach and what pupils achieve. Belief must be inferred and because it can be problematic to uncover teachers beliefs, most of the research in this area has been case studies as quantitative methods would not be able to compare without difficulty. Pajares ( 1992) proposed that beliefs can be defined as : An individuals judgement of the truth or falsity of a proposition, a judgement that can only be inferred from a collective understanding of what human beings, say, intend and do (1992: 316) According to Calderhead (1996:719) there are five main areas in which teachers have significant beliefs. These are : i) Learners and learning. This belief looks at how pupils learn and how likely they are to influence how teachers approach teaching tasks and their interaction with their pupils. ii) Teaching. This belief refers to the learning environment and the purpose of teaching. iii) Subjects or curriculum. This belief refers at the content of the curriculum, the effect of knowledge within these subjects and the aptitude by teachers in carrying out tasks within their subject. iv) Learning to teach. This belief refers to professional development and how educators learn to teach. v) About the self and the nature of teaching. These are the beliefs that teachers have about themselves and their roles in teaching. Calderhead implied,also, that : à ¢Ã¢â€š ¬Ã‚ ¦such areas, however, could well be interconnected, so that beliefs about teaching, for instance, may be closely related to beliefs about learning and the subject(1996:719). There seems to be a recurring theme that what teachers believe in one area of instruction impacts on practices and conceptions in the other domains. My belief of assessment, for example, is shaped by my conceptualisation of learning and teaching and therefore, affect the way that I teach and assess. In order to produce as many espoused beliefs as possible, questions must be asked about beliefs in all of Calderheads five domains. As educators we need to ask questions of a more extensive nature which refer to our beliefs, goals and values. By reflecting on these questions, espoused theories can be elicited. Our responsibilities, therefore, as teachers, is to make the tacit explicit. Shulman (1988:22) also points out that teachers will become better educators when they begin to have explicit answers to certain questions. Osterman and Kottkamp (2004) suggest: Why did events take place as they did? What ideas and feelings prompted my actions? Did my actions correspond with my intentions? Did my actions lead to the outcomes I intended? (2004:49) Shulman(1993:34) says that answering such questions not only makes a teacher become skilled but it also requires a combination of reflection on practical experience as well as theoretical understanding. Ghaye (2011) suggest the use of value statements where information is collected about espoused beliefs and which can begin with the words I believeà ¢Ã¢â€š ¬Ã‚ ¦ followed by the word becauseà ¢Ã¢â€š ¬Ã‚ ¦ The first half of the statement is concerned with the what, while the second half focuses on why, or the rationale for the what . (2011:102) Convery (2001:139) maintains that reflection can only be developed in social and emotional circumstances. This is in contrast with Schà ¶ns lack of attention to the role of dialogue in teachers learning as reflection is also a social process requiring, what I would emphasise as collaborative discussion, to allow the development of a critical perspective and also that cognitive skills are developed as a means of improving practice. Cognitive skills refer to espoused theories and beliefs, values, actions and attitudes. Emotional aspects denote feelings. Osterman and Kottkamp (1993:20) note that feelings are essential because actions are influenced by feelings as well as actions. Teachers could be asked to describe feelings that encouraged certain action, in order to further explore the theories-in-use where people can become aware of how unconsciously expectations reinforce their actions when they are forced to reflect on their feelings and deliberate how certain feelings make them think and behave. Osterman and Kottkamp (1993) note that only by understanding the personal reaction of ourselves and others can we come to a full understanding of the problem and develop appropriate solutions. (1993:24). This is also endorsed by Brockbank and McGill (1998:85) who maintain that part of the skill in facilitating reflective learning though reflective dialogue is to grapple with that tendency for inter-personal collusion. Any self-reflection needs to be supported and supplemented by dialogue by a professional colleague which will add to the potentiality for reflecting over and above that which one would undertake on his own. Brockbank and McGill suggest that this form of questioning can encourage teachers to look at traits of behaviour that they might be oblivious to. Indeed, asking professionals to explore aspects of their teaching processes, which could have been easily overlooked, can be helpful in their professional development. This is because teachers would be required to express areas of their practice which they would never have reflected on without inspiration from their co-workers or critical friendships'(Day, 1995:123), which increases the possibilities of moving though stages of reflection to confrontation of thinking and practice within professional development to reinforce a sense of responsibility by affirming confidence in teachers professionalism ( Day, 1995: 124) As a result, discrepancies are easily identified between actions and outcomes. Another way of noticing discrepancies between espoused theories and theories-in-use is to question or compare expectations and perceptions held by the person who is describing the practice and those who listen. Loughran (2006:57) notes that working with colleaguesà ¢Ã¢â€š ¬Ã‚ ¦provides the opportunity of gaining advice and feedbackà ¢Ã¢â€š ¬Ã‚ ¦and of continuing to push to make the tacit explicit. Livingston and Schiach (2010:85-86) note that a collaborative approach will result in better outcomes by bringing together different perspectives and having the opportunity to develop mutual understanding to create new knowledge and meaning. Listening to assumptions of other teachers about what strengthens a particular teachers practice can improve the identification of discrepancies of behaviour. As a result, the teacher can reflect whether what he espouses about practice is similar with others thinking of what is happening in action. As a result of this, any discrepancies between actions and outcomes are revealed and one can ask whether these assumptions are appropriate for what we aim to achieve in our practice or whether we should discuss other alternative interpretations for a different outcome and improvements. Once these improvements in our practice are put in place , once can reflect further on the nature of these improvements(Ghaye and Ghaye, 1998). One can examine whether the method to achieve these improvements has taken place as espoused where there is a discrepancy between beliefs and action, or whether the level of these improvements is the expected where there is a discrepancy between actions and outcome s. Consequently, personal growth and development is possible when an awareness of the nature and influence of an action is developed. As a result, does a teachers action lead to preferred outcomes, or are those actions associated with espoused theories? These discrepancies can be identified either between espoused theories and theories-in use or between actions and outcomes. Academics agree that engaging in reflective practice is neither a direct process nor a process with a predetermined conclusion. It is a process that is recurring (Argyris and Shà ¶n, 1974; Day, 1999; Osterman and Kottkamp, 1993; Pollard, 2002). When educators involve themselves in reflective practice they aim to bring about substantial changes in practice in which they will achieve their long-term goals and their aim of developing professionally. This can only be achieved if they become aware of their underlying theories-in-use and being able to recognize the discrepancies between espoused theories and theories-in-use. This process gives them the opportunity to move between different stages of reflection. They may have taken on board a colleagues recommendations, for example and begun to identify discrepancies of behaviour. This would make them aware of other aspects of their practice before reflection on new ways of action. As a result, the cycle of reflection begins again. To conclude, this essay has attempted to take an overview of professional development through reflective practice in terms of the literature, what is meant by reflection, the key Theorists associated with Reflection, and its practical use in professional practice. Change in practice plays an important part in professional development and, while I believe that self-reflection is important, it can only be achieved by reflecting with other colleagues where espoused theories and theories in use can be identified and developed to further professional development where the objective is to identify discrepancies between espoused theories and theories in use.

Alternative Energy Sources and New Technologies :: War Politics Essays

Alternative Energy Sources and New Technologies Oil may not be the main reason for our military action against Iraq, but the Middle East has the majority of the world’s oil. If the politics of that area were reorganized and we had not taken military action, Saddam Husein could have cut off his supply of oil to our country, shooting our prices to outrageous heights. If we could lessen our dependency on such countries for oil, our country would be much better off. When a crisis hits the U.S. or when conflict arises, we are always in a bind because of our dependency on other countries for oil. It raises our prices, and with a slowing sinking economy, the citizens cannot handle high prices. Cars and factories put off many different poisonous gasses into our air. These can make people very sick, cause plants and animals to die, and causes our atmosphere to become hazardous while depleting the O-zone layer. Another problem is oil spillage. About 1,000 barrels of oil seep per day into our ocean waters. About 11,000 barrels of U.S. oil got spilled from tankers from 1980 to 1998. But this doesn't include the barrels that were spilled outside of U.S. waters, which was about another 72,000 barrels. These numbers are simply too, high. They are improving, but still need to be decrease more. Alternative resources can solve so many of our countries problems. Alternative resources would cause our politicians to be less worried about an oil crisis because of our relations with other countries, but also it would simply decrease our fuel consumption to be saved for later uses, and drastically help clean our environment such as our air, land, and water. As I mentioned before, we have serious political conflict between countries that are major oil exporters and ourselves. These countries have the power to raise and lower our prices by simply be disturbing the relationship between their nation and ours. In addition, because these countries are not always ready to give us the oil we need, we must conserve our oil. In our reserves alone, we have only 599.3 million bbl. (bbl) of oil stored beneath Texas and in the Louisiana Gulf Coast. This is only enough to cover the supply coming from Iraq for 6 months. We need to save it incase of an extreme emergency.

Philosophy, Abortion Essay

Judith Thomson in her article ‘A Defense of Abortion’ the scholar discusses philosophical and psychological issues, outlining the biases of common perception of abortion as a murder. Her primary argument relates to developmental issues, which either directly or implicitly suggest that human ontogenesis begins after the birth, so â€Å"the fetus is not a person from the moment of conception. A newly fertilized ovum, a newly implanted clump of cells, is no more a person than an acorn is an oak tree† (Thomson, 1971, p. 7). In addition, the author positions human right for choice, more precisely, to control physical processes as a redline of the paper. Interestingly, the scholar defends women’s position in the following way: supporting the interests of the prospective child, the members of anti-abortion movement often forget that the mother is also a person, who might feel discomfort or fear when ‘housing’ her child, moreover – might be at health risk, as the lives of pregnant woman are not actually safe. The female therefore is entitled to protect herself from such threats or eliminate them. On the one hand, the unborn individual definitely has the right to live. On the other hand, the woman unquestionably can decide whether to allow the unborn individual to use her organs, as no-one can be forced to allow physical intrusion. The right for life, she continues, relates precisely to the right not to be killed unjustly, but abortion is in reality a murder, providing the eradication of the health threat (pain, at least). The independence of fetus, as Thomson argues, is extremely doubtful, because such prospective children need the women’s physical resources, a house, in Thomson’s words. Finally, the scholar denies the permissibility of abortion and restricts the right for killing the unborn to the presence of health threats, rape or fetus pathology, as Minimally Decent Samaritanism requires of mother safe, sound and healthy reproduction, so the fact of reluctance to bear a child is not enough for abortion, as this phenomenon is viewed as indecent and immoral in the cases behind the three aforementioned conditions.

North and South Growing Together: The Differences It Makes Essay

The Global North and South are in a state of change, that can continue to grow further from a real and loving relationship with God, or become a religion that is closer to what Christ had intended for all us. In the north we see a rise in an individualism, a idea that forgets the evil (SIN) in religion, substitutes God’s grace for self-knowledge, and makes Christ mission about self help instead of global defeat and global salvation. â€Å"Jesus, who became the Christ of faith, suggested that the gospel need some concretization within cultures for it to have a capacity to transform destructive tendencies in them. The evangelizing objective was to seek life-giving elements in cultures which could â€Å"give flesh† to the gospel vision of reconciliation, peace, justice, compassion, and love.† The development of the Christian life and message in context with cultural living is not always clear and can be manifested appropriately in a specific cultural context, however but is not always clear with keeping to the Jesus traditions and Christian traditions at less. Christian traditions are built on Jesus traditions; however, where there is man there is error in caring out Christ’ traditions and teachings without personal characteristics interfering with the inerrant word of God. We are not capable on our own to carry out God’s will without the guidance of the Spirit. Some may ask how the life changing and life giving elements of God’s grace and God’s word determine through culture the true perspective and vision of the gospel? Pedro Arrupe, the former Superior General of the Roman Catholic Jesuit order stated that faith in Christ can be achieved globally if we work to bring the  Gospel needs concretization within cultures for it to have a capacity to transform destructive tendencies in them. Arrupe also stated these words were not his alone but came from Christ. Arrupe stated that inculturation is 1 Thomas Grenham, (2001). Exploring changing religious, cultural, and faith identities in an African context. the â€Å"the incarnation of Christian life and of the Christian message in a particular local cultural context, in such a way that the experience not only finds expression through elements proper to the culture in question (this alone would be no more than a superficial adaptation), but becomes a principle that animates, directs, and unifies a culture, transforming and remaking it so as to bring about ‘a new creation.†3 â€Å"If the Christian life and the Christian message can be embodied in a particular local culture, it seems obvious that a diverse religious way of life and its worldview could be manifested within Christianity, thus ‘a new transformation’ would take place simultaneously for Christianity and a diverse religious worldview.† The changes in some cultural worldviews are changing in a way that incorporates the Gospel of love and relationships into their way of life. This is good as Christ’ missionary work was about relationships, and about restoration of a relationship with God through his sacrifice for all mankind. In the Turkana’s who inhabit Kenya’s northern territories is bringing the good news to everyone including their poor. Traditionally with many of the Southern religions Liberation theology is the normative in their religious beliefs. Where Liberation theology was Pentecostalism has come. But today much of the religious sect in the south are turning to a straight forward reading of the Gospel with a direct interpretation on how to live. We are seeing a beginning of another reformation but not with a idea of some other belief but a reformation back to what we have lost. This is a global influence that is beginning to become a trend amongst many religious sects within the Christ ian worldview. We have lost sight of the Goal but as we begin to emerge from the ashes of sin that we have been living under we begin to be made aware of our transgressions by the Spirit. In is seen more and easily confirmed by this shift in thought by humans that the Triune God is ever so busy in our lives globally as a family imbedded in Christ’ body  that is being made possible by the Spirit. 3 Thomas Grenham, (2001). Exploring changing religious, cultural, and faith identities in an African context. Bibliography Thomas Grenham, (2001). Exploring changing religious, cultural, and faith identities in an African context. Retrieved on August 25, 2013 from Pacifica.org, PDF.

Free Book Promotion Ideas and Services You Shouldnt Miss

Free Book Promotion Ideas and Services You Shouldnt Miss In his 1966 science fiction novel, The Moon is a Harsh Mistress, American writer Robert A. Heinlein popularized an acronym as a common expression in the novel- TANSTAAFL! (There Aint No Such Thing As A Free Lunch!)Truly, very few free services provide whats needed and those that are free often come with a catch. This is especially true in the world of self-publishing and book promotion services for indie authors, who often must spend as much time and effort promoting their book after its published as they did writing it in the first place.That being said, weve combed the Internet and found a few free book promotion ideas and services that are worth your time if youre an indie author.There are some book promotional services that are free, allowing you to grow your readership without breaking the bank. Photo by Fabian Blank on Unsplash.Learn about pricing strategyOne of the easiest ways to promote your book doesnt involve payment for a service; rather, its all about pricing strategy. F or example, this article on BookBub discusses some of the most recent statistics in marketing your book after its published. Some of the key points they found by looking at book sales from their own and partner sites include:Pricing low can drive higher unit sales volume. For example, the results of their analysis found that the volume of book sales is over 75% higher at $0.99 than $2.99.Pricing high can yield more revenue during a price promotion. BookBub found that books priced at $2.99 showed an increase of 142% more revenue during their discounts than books priced at $0.99, even though the number of books sold was lower.Shorter price promotions drive more revenue. Their analysis found that discounting a book for five or fewer days results in a 4x higher increase in revenue after the promotion ended.The first book in a series is the best one to discount. Once you get your readers hooked with the first one in a series, its easier to sell the remaining full-priced books that come a fter it. In fact, BookBub found that sales of additional books in the series are 5x higher if you discount the first one.Cross-promotion increases full-priced series sales. If youve published more than one book and use the back cover of your discounted book to cross-promote other titles, youll likely find a 3x higher increase in sales of those other books you cross-promoted.Worldwide promotions can pay off. In fact, youre likely to see a 32% higher increase in sales when you promote internationally.Simply participating in price promotions can increase your author earnings by as much as 196%. And it doesnt cost you a dime!Free promotional servicesWhile there are a lot of sites offering free book promotion services, most require payment for services that would be beneficial for authors. There are multiple websites, eBookStage, for example) that will sell your book for a discount or free if youre looking for ways to promote your novel and find more readers without spending a lot of mon ey, but a few provide more services to help in your book promotion efforts.Indies UnlimitedIndies Unlimited offers multiple free promotional services for writers, including Thrifty Thursday, which takes place on- you guessed it- Thursday of each week.Print Book Party, another promotional opportunity offered by Indies Unlimited, occurs on the first Sunday of every month. It allows authors the opportunity to promote their print books listed at $15 or less, making it an attractive shopping spot for voracious readers looking for their next favorite author at bargain prices.The site also offers Kindle Unlimited Friday, which allows authors to showcase books they offer free within the Kindle Unlimited Program.Authors can also participate in the Guest Post Feature, which is an opportunity to write a guest post for the Indies Unlimited blog. This option allows you to expand your personal blogs readership (if you have one), as well as include a by-line offering information about the book you ve written and are attempting to promote.Book BongoBook Bongo offers both free and paid book marketing services, with book promotion opportunities spanning exposure on Book Bongos social media sites to directing, filming, and editing a 20 to 30- second video montage with soundtrack, professionally created for your book. The latter, of course, isnt free, but this most recent example offers a pretty convincing argument for going with that option.InkittInkitt is a unique approach in book marketing in that they market your unpublished manuscript and offer a book deal if it creates the right buzz among readers. As a boutique publishing house that has published over 30 Amazon Best Sellers, its website claims that it will publish a book every week in upcoming months.Their model is one that starts off free and can mean a book deal if readers like your book enough. They approach it based on the algorithm developed that analyzes crowd wisdom and reading patterns to predict if a book has the p otential to reach a larger readership. You can interact with your readers as a writer and gain exposure among genre enthusiasts looking for a story just like yours.TCK PublishingTCK Publishing is a mass market book publishing company that advertises free publishing and book promotion services. Obviously, its for indie authors who have either not yet published their book or have self-published it and are willing to have it republished while splitting royalties on future sales. For an author who has previously self-published and hasnt had success in book sales, republishing under the TCK Publishing name could be a great way to try again with the same title (with help, this time).The free book promotion services they offer are available only if you publish your book through them, but include:Help with book title ideas and selectionCover designFormatting and publishing for eBooksInterior book design and layout with InDesign for print booksAudiobook narration, editing, mastering, and pub lishingDistributionOngoing marketing campaignsMarketing advice, mentorship, and guidanceTracking sales and royaltiesForeign language rights sales and marketingWebsite design, landing page design, and email marketing systems setupIntroductions to leading bloggers, podcasters, and book reviewers in your marketPR outreach to journalists and media outletsThey guarantee to pay authors 50% of net royalties and 50% of all payments received for subsidiary rights licensing deals, noting that those numbers are three-to-six times more than what you would get with most other traditional publishers.GoodreadsAlthough Goodreads is a kind of social media network for readers, its also an excellent opportunity to promote your book for free. As of April 2016, Goodreads announced that over 50 million user reviews had been posted to its catalogue. And if you have ever searched online for information about a book, you probably already know that Goodreads is one of the first websites that shows up on the search engine results page. It probably doesnt hurt that its owned by Amazon.Even if you already have a Goodreads account as a reader, youll need to join the author program to take advantage of the free book promotion services you can access on the site. When you join the author program, youll need to claim your profile page. After you do so, you can then promote your book and engage with readers across the site. Once verified, your author profile will receive an official Goodreads Author badge, which you can use on your blog, website or other social media accounts to encourage your fans to follow you on Goodreads and leave reviews of your book.Goodreads is a great website for free author and book promotion.Another great feature offered on Goodreads is the Ask the Author option, where readers can interact with you and your work by asking questions. Readers can then use #AskTheAuthor to share some of their favorite responses on Twitter, or authors can post their favorite questions us ing the same hashtag.After you set up your author page, youll have multiple other options for promoting your book, and many require nothing more than time. For example, you can ask your readers to add your book to the Listopia option that helps readers find books in their favorite genre or genres. Readers can then vote for your book and help it rank higher on the Listopia list. Your book can jump from 30th place to 10th place, often with only a few extra votes.Other examples of how you can use Goodreads for free book promotion are leading QA discussions about your book, and integrating your Goodreads page with MyBookTable

Open Boat Theme

Open Boat Theme In the second half of the nineteenth century, Charles Darwin’s evolutionary theory exerted such a powerful influence on multiple aspects of human life that its echo could be traced as far as in the literary fiction of the period characterized as literary Naturalism.Advertising We will write a custom essay sample on Open Boat Theme specifically for you for only $16.05 $11/page Learn More One of the most innovative writers of his generation, the American novelist, short story writer, poet, and journalist Stephen Crane produced a series of works remarkable for their Naturalistic tendencies. Among those literary pieces, Crane’s short story â€Å"The Open Boat† is singled out by its thematic and stylistic correspondence to literary Naturalism. By means of such literary devices as setting, characters, and atmosphere, Crane efficiently develops and supports the main theme of â€Å"The Open Boat† - the impossibility of struggling agains t the eternal and permanent Nature. As it is obvious from the name of the movement, Nature is the central notion that determines the course of events in a Naturalistic story. It is represented as an eternal and impregnable matter that exists independently of the worldly vanity. Natural determinism reveals itself in the fact that despite all the man’s attempts to change the natural course of events, everything happens according to the predefined scheme. Nature is objective and remote from all the earthly suffering of man; it is neither brutal, nor friendly; it simply pursues the eternal order of things. Setting â€Å"The Open Boat† amidst the stormy sea, Crane depicts the objectivity of Nature, exactly following the Naturalistic interpretation of it as an indifferent and impartial matter: â€Å"This tower was a giant, standing with its back to the plight of the ants. It represented in a degree, to the correspondent, the serenity of nature amid the struggles of the ind ividual - nature in the wind, and nature in the vision of men. She did not seem cruel to him then, nor beneficent, nor treacherous, nor wise. But she was indifferent, flatly indifferent.† (Crane 142) In this fragment Crane emphasizes that Nature does not possess any emotional characteristics and only acquires them through human interpretation. Nature per se is an objective course of fixed events, and it is only through man’s vision of them that those events gain some meaning.Advertising Looking for essay on american literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More Placed in the objective setting of Nature are four men, the only survivors of a shipwreck who are now trying to reach the shore in a tiny dingy boat. All of them - the intellectual correspondent, the comic cook, the strong and industrious oiler, and the remote yet compassionate captain - initially pursue one aim: to survive by way of struggling w ith the nature. They view the sea deep as a hostile enemy who can engulf them in the twinkling of an eye, and therefore their eyes are steadily focused on it in fearful apprehension: â€Å"None of them knew the color of the sky. Their eyes glanced level, and were fastened upon the waves that swept toward them. These waves were of the hue of slate, save for the tops, which were of foaming white, and all of the men knew the colors of the sea.† (Crane 123) Throughout the whole story Crane comments on those colors of the sea that change in accordance to the mood of the remaining crew: the waves gradually change from dark lead to â€Å"emerald green with amber lights†, to black, to â€Å"carmine and gold† (Crane 123–124, 136–137, 141). Those changes of color correspond to the alteration of the survivors’ mood: from despair and anger at their disastrous state, to the growing feeling of camaraderie towards each other, and finally, to the understan ding of the necessity for cooperation not only among each other but also with the nature for the overall success of their rescue. Mutual support and association with the forces of nature appear to be the key to ultimate survival of men in the seemingly hostile natural environment. It is no mere chance that the injured captain, who has demonstrated a high level of tolerance and encouragement to his team, realizes the dangers of coming too close to the shore and being trapped into a current instead of waiting for help from the rescue station. He demonstrates an insightful understanding of the Nature’s powers from the very start of the misfortune, answering the correspondent’s question on whether they will make it to the shore by the phrase â€Å"If this wind holds and the boat dont swamp, we cant do much else† (Crane 127). It designates his obedience to Nature and destiny and his awareness of the higher powers that guide human existence. Another revealing fact in support of the Nature’s importance for human life is the fate of the oiler. Being the most physically fit and trained for the battle of survival, he ventures to reach the shore swimming without any support from the dinghy and is the only one who perishes. Such is the result of his presumption and conceit in face of the omnipotent Nature which does not forgive petty arrogance and rewards cooperation instead.Advertising We will write a custom essay sample on Open Boat Theme specifically for you for only $16.05 $11/page Learn More Stephen Crane’s short story reflects such key concepts of literary Naturalism as natural determinism and Nature’s indifference and objectivity as opposed to the vanity and frailty of men. This story of human struggle and survival in a hostile natural environment teaches the lessons of necessity for cooperation and illusiveness of man’s free will in face of the eternal laws of Nature. Crane, Stephen. â⠂¬Å"The Open Boat.† The Red Badge of Courage and Other Stories. Eds. Anthony Matthew Mellors and Fiona Robertson. New York, NY: Oxford University Press, 1998. 123–146. Print.

The Meaning of the Surname Pierce

The Meaning of the Surname Pierce The Pierce surname was adapted from the given name Piers,  a derivation of Peter, which means rock, from the Old French pierre  (Latin petra), meaning stone or rock. The name most commonly derived as a surname  meaning son or descendant of Piers or Peter. However, it may also have been bestowed or chosen as a topographic name for someone who lived in a rocky area, or as an occupational name for a quarryman or stone mason.   Famous People with the Pierce Surname Franklin Pierce  - 14th president of the United StatesWendell Pierce -  American award-winning actorBarbara Pierce Bush  -  wife of George H.W. Bush, 41st president of the United StatesGeorge Washington Pierce - Harvard professor of physics;  inventorNat Pierce  - American jazz pianistMarvin Pierce - American publisher; president of McCall Corporation Where the Pierce  Surname Is Most Common According to surname distribution from Forebears, the Pierce surname is most common in the United States, where it ranks among the top 200 surnames in the country. It is also somewhat common in Wales (ranks 350th) and Ireland (581st). Within Ireland, Pierce is most commonly found in Wexford, Carlow and Kerry. WorldNames PublicProfiler indicates a similar distribution, with the greatest percentage of individuals named Pierce found throughout the United States. The name is especially common in the southeast, including Mississippi, Arkansas, Tennessee, Texas, Alabama, North Carolina and Georgia. Genealogy Resources for the Surname Pierce Pierce  Family Crest - Its Not What You Think: Contrary to what you may hear, there is no such thing as a Pierce  family crest or coat of arms for the Pierce surname.  Coats of arms are granted to individuals, not families, and may rightfully be used only by the uninterrupted male line descendants of the person to whom the coat of arms was originally granted. The Pierce  DNA Project - Southern US: Individuals with the Pierce  surname, and variants such as Pearce, Peirce, Pearse, Pierse, and Percy, with ancestors from southern U.S. states  are invited to participate in this group DNA project in an attempt to learn more about southern Pierce family origins. The website includes information on the project, the research done to date, and instructions on how to participate. PIERCE  Family Genealogy Forum: This free message board is focused on descendants of Pierce  ancestors around the world. FamilySearch - Pierce Genealogy: Explore over 4  million results from digitized  historical records and lineage-linked family trees related to the Pierce surname on this free website hosted by the Church of Jesus Christ of Latter-day Saints. Pierce Surname Mailing List: Free mailing list for researchers of the Pierce  surname and its variations includes subscription details and a searchable archives of past messages. DistantCousin.com - Pierce Genealogy Family History: Explore free databases and genealogy links for the last name Pierce. GeneaNet - Pierce  Records: GeneaNet includes archival records, family trees, and other resources for individuals with the Pierce  surname, with a concentration on records and families from France and other European countries. The Pierce  Genealogy and Family Tree Page: Browse genealogy records and links to genealogical and historical records for individuals with the Pierce  surname from the website of Genealogy Today. References: Surname Meanings Origins Cottle, Basil.  Penguin Dictionary of Surnames. Baltimore, MD: Penguin Books, 1967. Dorward, David.  Scottish Surnames. Collins Celtic (Pocket edition), 1998. Fucilla, Joseph.  Our Italian Surnames. Genealogical Publishing Company, 2003. Hanks, Patrick and Flavia Hodges.  A Dictionary of Surnames. Oxford University Press, 1989. Hanks, Patrick.  Dictionary of American Family Names. Oxford University Press, 2003. Reaney, P.H.  A Dictionary of English Surnames. Oxford University Press, 1997. Smith, Elsdon C.  American Surnames. Genealogical Publishing Company, 1997.

Your task is to use a range of such perspectives to analyse the Essay

Your task is to use a range of such perspectives to analyse the management and decision making at cadbury using several these viewpoints - Essay Example PRICE- should the products be priced higher or lower than those ÃŽ ¿f competitors? In local areas, most corner shops sell Cadbury chocolate at the same price as competitor e.g. Cadbury whole nut costs 35 pence, while a Mars bar and Galaxy bar cost 35 pence as well. PLACE- where will customers want to buy the products? Cadbury sells its products to shops (business) that deal with beverages and confectionery e.g. corners shops, super stores (Iceland, Sainsbury, Kwick Save, Tesco, Asda, Safeway), petrol station etc. these business are usually visited by customers on a daily bases. PROMOTION- where should the products be advertised, to suit the needs ÃŽ ¿f the businesss target market? Cadbury advertises its products on television, Internet, billposter, in beverages and confectionery business by hanging posters. This would help Cadbury to achieve ones ÃŽ ¿f its objectives, which is "to be the Number one product in a given market". By achieving this objective it would lead them to achieve the other objective, such as "maximising profit etc. (refer to objective on page 4). The research and development department is the department that researches new products and develops the old products. To remain successful, business must constantly work to create new and better products and processes. Development- this involves turning the findings ÃŽ ¿f the research into useful products or processes. If Cadbury had a mishap with a chocolate, the research and development department would try to correct the mishap. The research and development department must work closely with the marketing and production departments in particular this is because marketing and production are the beginning and end ÃŽ ¿f producing a product. Cadbury has more than one management style. This is so it has the best management. This is in terms ÃŽ ¿f efficiency, training, and knowledge and to focus more on the loyalty ÃŽ ¿f the workers in Cadbury. Cadbury has three management styles, which are: Democratic

CIR#4 Assignment Example | Topics and Well Written Essays - 250 words

CIR#4 - Assignment Example ccurs in an individual and that is associated with present distress or disability or with a significantly increased risk of suffering death, pain, disability, or an important loss of freedom†. (Internet Addiction Disorder Web) This disorder was  first  described  in 1995  by Ivan  Goldberg  (Pickett Web). Rapid and regular looking through sites leads to the fact that the human brain loses its ability to in-depth analytical thinking, transforming regular users of the network into people who are impulsive and incapable for intellectual work. However, disturbances in thinking and memory loss are not only the negative impact of the Internet on person. Plunging into the Internet, people gradually lose skills of real communication, which leads to asocial behavior. The statistics is not joyful. It says that â€Å"1 in 8 Americans suffer from problematic Internet use† (The Center for Internet Addiction Recovery (â€Å"IAD†) Web) and it increases in the Eastern countries, as China, Taiwan, and Korea. Furthermore Stanford University’s research in 2006 showed that â€Å"1/8 of those surveyed had at least one problem due to too much use of the web† (Internet Addiction Statistics Web).   In addition to mental and cognitive disorders internet dependence is dangerous in connection with physical conditions. Spending a lot of time near the screens, we spoil the vision; we cause the Tunnel Syndrome of the wrist. Internet addiction disorder, which is accompanied by a sedentary lifestyle, leads to various diseases of the spine and joints, cardiovascular disease and many other

Sociology- Egoistic Suicide Research Paper Example | Topics and Well Written Essays - 1000 words

Sociology- Egoistic Suicide - Research Paper Example The sociologist’s contribution to our understanding of suicide â€Å"is the relationship between society and the person who commits suicide† (Holmes & Holmes 25). According to Durkheim, egoistic suicide is illustrated by the â€Å"greater rate of suicide among modern individuals in the liberal, more educated, more well-to-do classes† (Lemert 46). This type of suicide is caused not by knowledge and education itself, but by the individual becoming too individualistic as a result of modern society’s failure to integrate the individual and provide moral protection. Egoistic suicide is sometimes the outcome of a person no longer finding a basis for existence in life. Thesis Statement: The purpose of this paper is to examine Durkheim’s theory of egoistic suicide, identify the similarities and differences between egoistic suicide and other types of suicide, and discuss Durkheim’s theory on the rates of egoistic suicides. Emile Durkheim’s Theo ry of Egoistic Suicide In Durkheim’s (1951) book on suicide, the sociologist delineated the fundamental differences in rates and types of suicide between traditional and modern societies (Appelrouth & Edles 111). Egoistic suicide results from a pathological weakening of the bonds between an individual and the social group. According to Durkheim’s theory, the two explanatory variables are integration and regulation. In societies where integration is low egoistic suicide results; when integration is high altruistic suicide results; when regulation is low anomic suicide results; and when regulation is high fatalistic suicide results† (Breault & Barkey 321). The extent of regulation in society depends on the extent of its control on the emotions and motivations of individual members. Breault & Barkey (p.321) conducted a comparative cross-national test of Durkheim’s theory of egoistic suicide involving indicators of religious, family, and political integration; while excluding the theory of regulation. The results of the study showed that the relationships between religious integration and suicide, family integration and suicide, and between political integration and suicide are inversely proportional. Further, the relationships between the independent and dependent variables are strong and very significant. Together, the researchers’ indicators of relgious, family and political integration explain about 76 percent of the variation in international rates of suicide. Egoistic Suicide in Relation to the other Types of Suicide A similarity between anomic and egoistic suicide is that both spring from the individual’s inadequate engagement with society. In egoistic suicide there is a lack of interactions in society and collective or group activity in the person’s life, thereby causing an emptiness deprived of purpose and meaning. However, in anomic suicide, society’s influence on controlling an individual’s p assions is lacking, causing an absence of a check-rein (Lemert 47). Thus, in egoistic suicide life may have been unbearable because of excessive self-discipline, while in anomic suicide life may have been unbearable due to inadequate self-discipline (Broom & Selznick 30). Similarly, there is both likeness and difference between egoistic and fatalistic suicide, because in both types one of the components is a lack of integration with society as a result of which life becomes devoid of meaning. However, in fatalistic suicide the person suffers a trapped feeling, and believes there is no escape (Lemert 47). In egoistic suicide there is no cause the individual dies for, the most important factor is the individual. This person

Analysis of case study Essay Example | Topics and Well Written Essays - 1000 words

Analysis of case study - Essay Example It should also be expected that being trained professionals, crew members in these large vessels are expedient enough to do some of the quotidian tasks that they are well trained for. However, it is paradoxical to note that these professionals, expected to help in the case of a disaster, actually end up causing the disasters themselves through their negligent acts. This was certainly the case with the Soaring Albatross which shall be at the center of our study in this paper. I shall endeavor to identify the legal issues and analyze them in the context of this tragedy. The first legal issue that is presented by this tragedy has to do with gross negligence. This negligence happened on three levels in the case of the Soaring Albatross. There were negligence on the part of the crew, negligence on the part of the owners, and finally negligence on the part of the authorities i.e. the Financial Services authority. All this contributed directly to the tragedy (Anon 2000). In specific, to use the words of a judge delivering a ruling on another ferry incident, the crew seemed to suffer ‘a disease of sloppiness’. In any workplace there are respective responsibilities that are assigned to each person. This might be called specialization or even more simply the division of labor. The same case applies to a ferry. First there is a captain, there is a First Officer and crew members among several other professionals who might not be very relevant to the current paper (Anon 1987). The negligence on the part of the crew is astounding. The minimum expectance on the part of the crew is to ensure that their core and basic responsibilities are tended to. These include cleaning, but even more poignant in this case, closing the bow doors. This was the responsibility of the assistant boatswain, Michael Smith. However, he was asleep when the harbor-stations call sounded. In this case, there is what is called standing in for someone when they are not able to discharge their duties as they are expected (Mandaraka-Sheppard 2001). The person who was expected to step into these shoes was Thomas Johnson. However, he failed to do so because it was not his duty. On the face of it, this seems like a plausible excuse. However, when you begin to appreciate that his decision whether to close the doors or not had a bearing on peoples a life, including his own, the folly in his decision is clear for all to see. This is indeed is a level of negligence that borders on defiance. Being the last person on the G-deck, he should first have ensured that all was catered for since he was the boatswain. However, it does not stop there. There are several hierarchies in a ferry. Before the ferry set sail, the First officer, Jane Davis, according to the law is supposed to stay on deck until all the doors are closed. She did not do this since she assumed that Michael Smith had already done so. Finally, in as far as the negligence of the crew is concerned; there is negligence on t he part of the captain. The captain assumed that all doors were secured owing to his poor vantage point, and also to the fact that the ship’s design and absence of lights at the wheelhouse made it impossible to view them. Considering the number of tragedies that have happened owing exactly to the reasons given above, the captain should at least have done his due diligence before he set off. He should have learnt from the failure of others (Hughes 1999). Next, I shall look at negligence

The importance of empowerment and equality in ethical work with young Essay

The importance of empowerment and equality in ethical work with young people in youth work and community work - Essay Example This is the reason that whenever we talk about youth now, the first thing that strikes our mind is fun loving and carefree community. But then people began to realize that youth or teenagers have a different mindset and they need to be dealt accordingly. They need to be treated in a way where there get full freedom of speech, liberty of expression and a platform for the implementation of their plans and ideas. Therefore to increase youth’s participation in the economy and to encourage them youth work was initiated in Britain and Northern Ireland. "Like parenting, we all think we can do it. Unlike parenting you can gain professional qualifications in youth and community work." Tracie Trimmer-Platman The National Youth Agency presented a statement of values and principles in the form of ethical conduct in youth work. According to that conduct the behavior of all the individuals involved in the youth work should be based on some norms and must ensure effective delivery of service s, modeling proper behavior to young people, trust between workers, parents of the young people and the youth itself. Youth work aims to contribute to the personal, professional and social development of the young generation. Like religion, work and employment cannot be imposed on anyone. One can never do the work he or she is not interested in doing. And even in case of enforcement the productivity and learning both are zilch. One needs to have the love, passion and at least some level of interest in the work he is doing. Youth work helps the individuals to build their confidence, to develop self awareness, to evaluate alternatives and make independent judgments and decisions. There are some core principles like Empowerment, Equality, Informal Education and also Participation that play a very important role in youth work. With these principles youth work helps the individuals to take control over their own lives. It actually adds to their overall formal, academic and vocational edu cation too. â€Å"Age does not yield superiority; passion and love put everyone on an equal playing field.† Lisa Silverman, 17, Centennial High School, Ellicott City, Maryland To have a successful youth work, it is very important for a youth worker to have a fair idea of equality , empowerment and all ethical values that are important to be followed at a workplace. Power, leadership and authority is loved by all but when it comes to dominance or the feeling of being ruled by someone at work or even in our routine life, people start hating it. Same is the case with youth. They feel as they are born leaders and authoritarians and no one can dominate or rule them. That is why in youth work, power is delegated to youth for expressing, decision making and taking action whenever required. Research shows that empowerment plays a very important role and is the fostering tool for youth development and citizenship. According to a consolidated research by World Health Organization and O ttawa Charter for Health Promotion, empowerment is a transactional partnering process between adults and youth. It also said, â€Å"Let’s let them try. Let’s let them experience this. Let’s give them an opportunity. You have to create those opportunities in order for it to happen. I think that is the first part†

Learning agreement Essay Example | Topics and Well Written Essays - 500 words - 1

Learning agreement - Essay Example Kim. This will be the best opportunity to capitalize on his experience as well as maximize on the growing interactions I will have with other employees at the workplace. The department has three main areas where I will spend at least five hours a week at each to learn as much as I can during my internship program. This will provide at least three intense rotations as explained below. The first rotation will involve the shelving of the goods as they come. With the busy schedules here, the number of suppliers is also high and the work required when shelving will be intense. I will be receiving the supplies and making sure that they are shelved. Before shelving hem, I will have to check the expiry date. This will mean that the first foods to go will be those having short expiry dates and making sure that the arrangement reflects the need to follow the restrictions accorded (Ojugo 116-7). The obsolete stock will have to be shelved in other areas away from the fresh supplies. I will also need to take stock of the expired stock, spoiled stock, damaged stock and provide evidence of the same. In the process of documenting these stocks, I will have to check on the environment of the stocks and make sure that everything is working as required. The goal is to establish the proper storage requirements and standards (Ojugo 117). The second rotation will involve serving. With the growing need to make everything work towards the growth of my skills, it is only important to learn how to make good servings and also appreciate cleanliness as a way of making everyone happy with my work. I understand that the pressures emanating from the different orders within the workplace will always make it difficult to reach the level of indulgence needed to attain growth within my preferred level of indulgence. The third rotation will be in the management sector where I will be conducting trainings. The aim is to ensure

The importance of empowerment and equality in ethical work with young Essay

The importance of empowerment and equality in ethical work with young people in youth work and community work - Essay Example This is the reason that whenever we talk about youth now, the first thing that strikes our mind is fun loving and carefree community. But then people began to realize that youth or teenagers have a different mindset and they need to be dealt accordingly. They need to be treated in a way where there get full freedom of speech, liberty of expression and a platform for the implementation of their plans and ideas. Therefore to increase youth’s participation in the economy and to encourage them youth work was initiated in Britain and Northern Ireland. "Like parenting, we all think we can do it. Unlike parenting you can gain professional qualifications in youth and community work." Tracie Trimmer-Platman The National Youth Agency presented a statement of values and principles in the form of ethical conduct in youth work. According to that conduct the behavior of all the individuals involved in the youth work should be based on some norms and must ensure effective delivery of service s, modeling proper behavior to young people, trust between workers, parents of the young people and the youth itself. Youth work aims to contribute to the personal, professional and social development of the young generation. Like religion, work and employment cannot be imposed on anyone. One can never do the work he or she is not interested in doing. And even in case of enforcement the productivity and learning both are zilch. One needs to have the love, passion and at least some level of interest in the work he is doing. Youth work helps the individuals to build their confidence, to develop self awareness, to evaluate alternatives and make independent judgments and decisions. There are some core principles like Empowerment, Equality, Informal Education and also Participation that play a very important role in youth work. With these principles youth work helps the individuals to take control over their own lives. It actually adds to their overall formal, academic and vocational edu cation too. â€Å"Age does not yield superiority; passion and love put everyone on an equal playing field.† Lisa Silverman, 17, Centennial High School, Ellicott City, Maryland To have a successful youth work, it is very important for a youth worker to have a fair idea of equality , empowerment and all ethical values that are important to be followed at a workplace. Power, leadership and authority is loved by all but when it comes to dominance or the feeling of being ruled by someone at work or even in our routine life, people start hating it. Same is the case with youth. They feel as they are born leaders and authoritarians and no one can dominate or rule them. That is why in youth work, power is delegated to youth for expressing, decision making and taking action whenever required. Research shows that empowerment plays a very important role and is the fostering tool for youth development and citizenship. According to a consolidated research by World Health Organization and O ttawa Charter for Health Promotion, empowerment is a transactional partnering process between adults and youth. It also said, â€Å"Let’s let them try. Let’s let them experience this. Let’s give them an opportunity. You have to create those opportunities in order for it to happen. I think that is the first part†

Will the Starbucks maintain its market leadership over Mc Cafe Essay

Will the Starbucks maintain its market leadership over Mc Cafe - Essay Example Now the primary question which is raised here is; â€Å"Who is the leader and will be in future as well?† Another well established and well reputed brand is Mc Cafe which is the creation of repute firm McDonalds. Following is an extensive analysis to deduce which of the two firms will remain the undisputed giant in the years to come. History of Starbucks In the time when world around us is extremely fast paced and competition in the market has squeezed every firm in the industry and where only survival of the fittest is possible, a giant market leader in the coffeehouse industry pops up in head, Starbucks Corporation. Starbucks was founded by three partners Jerry Baldwin, Zev Siegl and Gordon Bowker in 1971 in Seattle, Washington. Starbucks is by far the largest coffeehouse company in the world and it is still expanding at a rapid pace (Spanogle et. al. 2007). Starbucks went international in1990 for the first time when they inaugurated a store in mid 1990s the time during whic h the firm was opening a new store every single day and this speed of expansion that carried on into 2000s and now approximately around one third outlets of Starbucks corporation are overseas. Starbucks had expanded up to one sixty five outlets in 1992 at the time of its initial public offering (Abrams, 2003). Over view of Starbucks: Starbucks sells a wide range of coffee and other beverage products in order to provide a delightful experience to its customers. Its products mainly include  drip brewed coffee,  espresso -based hot drinks and coffee beans. Starbucks has restricted itself to coffee products but it also produces salads, hot and cold sandwiches, Panini, pastries and snacks which provide the consumers with what the company calls a â€Å"distinctive Starbucks experience†. The success and growth of Starbucks Corporation can be attributed to a person who saw the potential and opportunity in the product when no one else did: Howard Schultz. This aspiring entrepreneu r was appointed as the marketing head in 1982 and upon his return to United States from Italy, he realized the opportunity that could materialize into the repute that Starbucks today has. The following words are attributed to him: â€Å"Lets create a community gathering places like the great coffee house of the Italy in United States†. Although his idea was not highly appreciated by the top management at Starbucks, nonetheless they did allow him to experiment this new idea at one of their retail stores (ABA, 1997). Moreover, the new idea proved to be a huge success and that’s when Schultz started another company with the name of ll giornale. In 1987, Schultz convinced a group of local investors to buy Starbucks when its original owners decided to sell their coffee business along with the name. Schultz incorporated Gionrale outlets with Starbucks and finally started with the conversion of six shops into graceful and

Nurse Life Care Planning

Nurse Life Care Planning Debilitating and tragic accidents, painful, chronic illnesses that leave one dependent and unable to do many simple activities of daily life – who would you want to help plan the highly important details of care to maintain the rest of yours or a loved one’s life? Nurse Life Care Planners play a significant role in combining the assessment and diagnoses of a patient to develop a long-term plan with individualized interventions for that patient based on environmental conditions that will lead to optimal outcomes. (Lance, 2007). Nurse Life Care Planners extend beyond the biomedical aspect of an individual and approach care from a holistic perspective that includes managing symptoms, improving quality of life, promoting health, wellness, and managing disease. The American Association of Nurse Life Care Planners (AANLCP) defines a Nurse Life Care Planner duties as â€Å"employ[ing] the nursing process, or critical thinking methodology when developing a life care plan throu gh the diagnosis and treatment of the human response to alleviate suffering, prevent future illness and injury while promoting and optimizing health and abilities, and advocating for care of the individual and their family. The Nurse Life Care Planner may delegate the implementation and ongoing evaluation of the life care plan to a registered nurse case manager, or other nurse life care planners†(citation) . To develop the understanding of the important role Nurse Life Care Planners in healthcare provide, this paper will cover the educational requirements, training, salary, field history, demand, legal aspects, and applicable nursing theories related to a career as a Nurse Life Care Planner. Body Paragraph 1 Educational Requirements Much debate surrounds the level of degree required for Nurse Life Care Planners, specifically if Registered Nurses should have a minimum education of a bachelor’s degree level in Nursing and still remains a point of discrepancy, yet to be defined today. Currently, Registered Nurses with experience caring for critically injured or ill patients primarily in critical care settings are most-qualified to become Life Care Planners, for example Certified Registered Nurse Anesthetists (CRNA’s) with experience in critical care and a master’s degree level specialized in Anesthesia. Additionally, other professionals, such as counselors, case managers, social workers, psychologists, rehabilitation healthcare professionals and etc. with degrees and background in life care planning are eligible to become Life Care Planners (Van Wieren Reid, 2007). A certification in Life Care Planning is required once minimal education requirements are achieved for Registered Nurses, and at l east two years of experience in critical care are completed. Nurse Life Care Planners must acquire knowledge in all aspects of disability – medical, vocational, psychological, and behavioral – among additional knowledge of facility placement/referrals if long-term facilities are needed for an individual’s plan of care, and methods and skills for preventative care (Van Wieren Reid, 2007). Several Life Care Planning certification programs exist today and offer classes that focus on medical disability and case management, and life care development (â€Å"Becoming a Certified Life Care Planner,† n.d.). Salary The typical wage for nurse Life Care Planners ranges from eighty to one-hundred and fifty dollars per hour and continues to increase due to a great demand for Nurse Life Care Planners (â€Å"Life Care Planning Career†, n.d.). Body Paragraph 2 Job Description Patients who have survived critical illnesses or trauma and remain disabled with long term limitations from illness and/or injury, often require well-planned, coordinated long-term care. Through exercising the nursing process (Assess, Diagnose, Plan, Implement, and Evaluate), Life Care Planners develop the most effective and individualized plan of care for their patient to achieve optimal wellness for their condition. Life Care Planning involves everything from basic and critical care nursing skills to evaluating costs and care providers that patients can afford. In term, Nurse Life Care Planners combine multiple aspects, experiences, and healthcare departments like, â€Å"Case Management, Rehabilitation, Home Health, and Discharge Planning† to provide care for dependent patients (Lance, 2007). Essentially, a complete, practicing knowledge of the nursing process helps define the goals and purpose of Nurse Life Care Planning. For example, consider a burn victim, a Nurse Life Ca re Planner will fully assess the patient and gather a database and effects of the burns holistically; then, the Nurse Life Care Planner will form a nursing diagnosis, coupled with a medical diagnosis based on the evidence gathered from an initial and on-going assessment to identify realistic concerns and risks the patient may face. Following the formed diagnoses, the Nurse Life Care Planner will develop a multidisciplinary-approached care plan for the patient’s diagnoses, including detailed thought and attention to the patient’s individual needs such as finances, environment, esteem, and other personal aspects that are crucial in quality long-term care. Finally, implementing the well-thought, highly detailed plan in a timely action (i.e. before scar maturation) for the patient begins, involving all aspects of healthcare before finally being evaluated and adjusted for the patient when necessary (Weed Berens, 2005). The Nursing Process’ role is a conceptual frame work or model that guides the work of Nurse Life Care Planners and facilitates achievement of individualized care and best outcomes for the patient. Setting Life Care Planning is not exclusive to working in hospital settings, many work for insurance companies, settlement companies, long-term health facilities like nursing homes, legally as attorneys consultants, and even self-employed within personal practices (Lance, 2007). Body Paragraph 3 Field History As a fairly recent practice, Dr. Paul Deutsch publicly described Nurse Life Care Planning thirty years ago to be a specialty of rehabilitation and â€Å"developed the basic tenets, methodologies and processes of Life Care Planning†¦as a fundamental tool of case management in his 1981 text, Damages in Tort Actions† (â€Å"Congratulations, Dr. Paul Deutsch,† 2007, p.). Over the last thirty years, Dr. Deutsch, among others, has continued developing Nurse Life Care Planning and has since begun to involve multiple healthcare fields â€Å"including rehabilitation counseling, rehabilitation nursing, rehabilitation psychology, physiatry, case management, and other areas† (Van Wieren Reid, 2007, p. 25). Demand The need for such an ever-evolving career is very large for the small supply that is currently available today; there are approximately 560 Nurse Life Care Planners in the United States today, thus a hard demand to fulfill (Life Care Planning Career, n.d.). According to the U.S. Department of Health and Human Service’s website, LongTermCare.gov, sixty-nine percent of the US population requires long-term care for at least three years and eight percent of the US population who are between ages forty and fifty have disabilities that require long-term care services; with these statistics alone, the number of Nurse Life Care Planners compared to population in need of long-term care is easily outweighed. Body Paragraph 4 Legal Issues Surrounding Nurse Life Care Planning More legal and ethical issues, typical to healthcare, surround Life Care Planning, especially when care plans consult end-of-life care. â€Å"End-of-Life Care† is loosely defined, varies among different theories, and has not been scientifically proved to be consistent with a precise period in time; ultimately, it can be defined by policy, procedures, and guidelines of different facilities and is specific to the illnesses and injuries a patient is diagnosed with (Izumi, Nagae, Sakurai, Imamura 2012, p. 613). Guaranteeing a high standard of care, relief from symptoms and preserving dignity by letting patients have control of their end-of-life care plans regardless of their medical and financial situations are key goals for end-of-life care planning. Two ways terminally-ill patients can preserve and form resources to sustain their best interests when not able to for themselves are by referring to previous Advanced Directives for refusals and outlines of treatments or referring t o an individual who has been given detailed directions by the patient themselves as a Power of Attorney (Brown Vaughan, 2013). Incorporating Advanced Directives and respecting Power of Attorneys into the patient’s life care plan is critical among being the most useful resources, yet can create potential ethical dilemmas or conflicts of interest amongst patients, family members, and providers that Nurse Life Care Planners might face during end-of-life care planning if not followed completely. In the 2014 study, â€Å"Narrative analysis of the ethics in providing advance care planning,† a group of researchers asked sixty-two care managers (RN’s or Social Workers) the ethical themes and values that they faced as care managers and when dealing with end-of-life care planning. Those themes were identified as humility, respect, responsibility, setting boundaries, client empowerment, courage, and veracity. The ethical theme and value of humility for understanding the diverse beliefs of clients, along with the respect for a client’s beliefs, similar to humility, regardless of the care manager’s beliefs were identified by the participants. Additionally, responsibility and setting boundaries were identified as ethical themes and values to educate clients on their options for end-of-life care planning and fulfilling their duties to their agencies and professions both legally and morally, while setting boundaries between social and professional obligations , which, in turn, can become legal boundaries. Empowering clients with information and choice needed to develop their end-of-life care plans, but not influencing the client’s decisions as well as courage to advocate for client’s faced with family-influenced decisions, were two other identified ethical themes and values for Nurse Life Care Planners. Finally, veracity, as an ethical theme and value from establishing rapport with clients and their families enough to be trusted with care-planning and the imperative information regarding care-planning (Baughman, Aultman, Ludwick, O’Neill, 2014). Guaranteeing a patient that their best interest and wishes will be maintained and used is not only a duty of the Nurse Life Care Planner, but a basis to providing quality care and allows clients to make critical decisions about their health in times when they do not have such capacity. Subsequently, identifying and maintaining ethical themes and values for quality patient care is an added duty during end-of-life and life care planning. Body Paragraph 5 Applicable Nursing Theory One’s response to chronic illness varies based upon individuals, but ultimately depends on their ability to cope as well as resources available to the patient to manage alterations in their health. In Carrie Jo Braden’s 1990 nursing theory, â€Å"A test of the Self-Help Model: Learned Response to Chronic Illness Experience† the theorist identifies that individuals subjected to chronic illnesses needing assistance with the strategies of managing and coping with the illness may depend more on the individual’s perception of their own ability to help themselves or remain helpless. The perception of learned-helplessness is, ultimately, lacking knowledge to remain in control of the common and manageable, yet irrepressible difficulties associated with chronic illnesses. Comparatively, the learned self-help response incorporates these irrepressible difficulties into a cultivated response, not necessarily as a treatment of the chronic illness, but as coping and man agement of the illness (Braden, 1990, p. 42). Braden (1990) conclusively states that the variables influencing self-help as a learned response to chronic illness are the illness severity, uncertainty, dependency, enabling skill, self-help and life quality. Both the severity of the illness and monitoring the illness remain the preexisting variables contributing to the learned response process, keeping in mind that adversities vary from illness-to-illness and person-to-person. The ability to monitor the complicated adversities of the illness are immediately linked with the severity of the illness and therefore the ability of the individual to find the resources to manage and cope with the severity; this also remains an issue of self-help and desire to access educational and supportive resources. Braden determined that the study’s participants who attended self-help classes were more likely to have gained monitoring and self-enabled care skills. Additionally, those with greater incomes had greater self-help ability to afford measures that maximize coping and management of chronic illness. Further discovery into background topics like predispositions of illness (gender, race, age), class, and income were variables not fully examined but identified as possible and actual contributors to self-help responses (Braden, 1990, p. 46-7). Nurse Life Care Planners connect the learned response to chronic illness and life care planning to resourcefully design individualized care plans that incorporates aspects and perceptions of self-help to cope and manage chronic illnesses. Additionally, Nurse Life Care Planners eliminate factors like financial disposition of the self-help response by examining and identifying life care plans that are affordable and patient-centered. Nurse Life Care Planners also provide critical patient education and support focused on the individual’s condition and outlined in the patient’s life care plan. By combining the Learned Response to Chronic Illness theory and the specialized skill and knowledge of the Nurse Life Care Planner, it is possible to provide the best options and plans for patient coping and management of chronic illnesses. Conclusion Examining the educational requirements/training, salary, history, demand, legal aspects, and nursing theories applicable to Nurse Life Care planning gives great insight into the importance and benefits of becoming a Nurse Life Care Planner. Nurse Life Care Planners are responsible for and play the critical role in alleviating the frustrations patients may encounter when faced with chronic illnesses. Individualizing care plans, remaining sensitive to patient preference and hardships, and providing a high standard of care is the prime objective of Nurse Life Planners. References Baughman, K., Aultman, J., Ludwick, R., O’Neill, A. (2014). Narrative analysis of the ethics in providing advance care planning. Nursing Ethics, 21(1), 53-63. doi:10.1177/0969733013486795 Becoming a Certified Life Care Planner. (n.d.). Nurse Without Borders. Retrieved February 9, 2014, from http://nursewithoutborders.org/becoming-a-certified-life-care-planner/ Braden, C. J. (1990). A test of the Self-Help Model: Learned Response to Chronic Illness Experience. Nursing Research, 39(1), 42-47. Brown, M., Vaughan, C. (2013). Care at the end of life: how policy and the law support practice. British Journal Of Nursing, 22(10), 580-583 Congratulations, Dr. Paul Deutsch. (2007).Journal of Life Care Planning,6(1-2), 53-54. Izumi, S., Nagae, H., Sakurai, C., Imamura, E. (2012). Defining end-of-life care from perspectives of nursing ethics.Nursing Ethics,19(5), 608-618. doi:10.1177/0969733011436205 Lance, K. (2007). Nurse life care planning. Virginia Nurses Today, 15(3), 11 Life Care Planning Career. (n.d.). Becoming a Life Care Planner. Retrieved February 9, 2014, from http://www.healthcarepathway.com/Health-Care-Careers/Life-Care-Planner.html#forms2 Van Wieren, T., Reid, C. (2007). Nursing educational requirements: relevance to life care planning credentialing policy.Journal Of Life Care Planning,6(1-2), 25-45. Weed, R., Berens, D. (2005). Basics of Burn Injury: Implications for Case Management and Life Care Planning. Lippincotts Case Management, 10(1), 22-29. U.S. Department of Health and Human Services. Who Needs Care?. (n.d.). LongTermCare.gov. Retrieved February 9, 2014, from http://longtermcare.gov/the-basics/who-needs-care/

Why we should not legalize marijuana? Essay -- Drugs, Diseases

Marijuana has been used as an agent for achieving euphoria since ancient times (Narconon International, p. 1, para. 1). It was used in early Chinese culture as a medical component since as early as 2737 B.C (Narconon International, p. 1, para. 1). Its use began to spread across the pacific culture and finally ended up in Europe around 500 A.D. (Narconon International, p. 1). It was believed in this early culture to have medical effects that helped with rheumatism, gout, malaria, and even absent mindedness. It was not until the drug reached the Indian culture that it began to be used as a recreational drug for the intense euphoria the drug brought on (Narconon International, p. 1, para 1). It was though in fact the Muslim who made the drug widespread and popular in Persia and North Africa. In 1545 the Spanish introduced the drug to the European culture which eventually brought the drug to America and has since been a staple in American culture as we see it today. It was not until the Controlled Substances Act of 1970 classified marijuana along with heroin and LSD as a Schedule I drug (Narconon International, p.1, para 5 ). Today in America, marijuana is one of the most controversial issues in Congress. Leaders are using their views on legalizing it as part of their campaign ads. On June 23, 2011 DC lawmakers posed a bill to Congress to officially legalize the use of marijuana across the US. Nearly eight hundred thousand arrests are made on a yearly basis due to marijuana charges (Congress to legalize marijuana, 2011). The thought that the War on Drugs campaign that Nixon started when in office has been perceived as a failure. With this though, in 1979 the use of marijuana was at 13.9 percent and in 2008 that number had decrease... ...ith the increase of crime, violence, and drug use, legalization of marijuana today would be a wreckless and unsensable bill to pass. In the 1960’s marijuana was a common plant grown all naturally and for the most part free of additive chemicals that make the drug so dangerous today. Marijuana is one of the easiest drugs to lace and add other drugs to which intensifies the high in someone who smokes it today in comparison with someone who smoked it fifty years ago. It has had no proven medical benefits in humans and remains an addictive and harmful drug to its users. â€Å"Pot,† â€Å"grass,† â€Å"herb,† â€Å"weed,† â€Å"Mary Jane,† â€Å"reefer,† â€Å"skunk,† â€Å"boom,† â€Å"gangster,† â€Å"kif,† â€Å"chronic,† and â€Å"ganja† are some of the common street names for drugs that everyone knows yet, most people could not tell you the name of all United States presidents of the count ry they were born and raised in.

Global Warming Essay -- Environmental Global Climate Change

Global Warming   Ã‚  Ã‚  Ã‚  Ã‚  In the February 1st edition of the New York Times, journalist Andrew C. Revkin discusses the rising threat of global warming, and more importantly, the disagreement between various nations and institutions upon the definition of â€Å"dangerously high global warming.† Revkin’s article, titled â€Å"Deciding How Much Global Warming Is Too Much,† brings to light the various failed attempts at creating a barrier at which industrialized countries (the main producers of the greenhouse gasses which result in global warming) will cut the release of harmful gasses into the atmosphere. Revkin also discusses how upcoming events, conferences; reports will hopefully solve this problem.   Ã‚  Ã‚  Ã‚  Ã‚  The initial proposal for controlling global warming was signed over 11 years ago, in these proposal 193 countries agreed to cut human interference with the environment, if the environment were to reach a level of certain danger. However, within this treaty there is no specific definition of danger. This lack of a clear description of danger has led to one failed conference, Kyoto, and hundreds of countries, scientists, and policymakers to attempt an agreement on the level of damage caused by global warming.   Ã‚  Ã‚  Ã‚  Ã‚  Recently, many countries have requested a definition of unacceptable risk by measuring and comparing the change in average temperature. The European Union has responded to these requests by agreeing upon the raise in temperature of 2.5 degrees or beyond as being far too da...